Special Issue "Advancing Educational Research on Computer-Supported Collaborative Learning (CSCL): Innovative Solutions for New Challenges"

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: 10 July 2024 | Viewed by 412

Special Issue Editors

Dr. Heng Luo
E-Mail Website
Guest Editor
Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China
Interests: virtual reality in education; blended learning; computer-supported collaborative learning
Dr. Di Sun
E-Mail Website
Guest Editor
Graduate School of Education, Dalian University of Technology, Dalian 116024, China
Interests: instructional design; learning analytics; computer-supported collaborative learning
Dr. Lili Zhang
E-Mail Website
Guest Editor
Department of Instructional Technology, Sichuan Normal University, Chengdu 610066, China
Interests: instructional technology; online learning; gamification; edutainment

Special Issue Information

Dear Colleagues,

Computer-supported collaborative learning (CSCL) has proved to be an effective pedagogical approach for various educational contexts since the 1980s. However, the recent advancement of computer technologies (LMS, VR, BYOD, learning analytics, etc.) and the transformation of learning paradigms (e.g., mobile learning, blended learning, makerspaces, STEM programs) have brought unprecedented possibilities and uncertainties for CSCL, leading to exciting new research opportunities. For example, students can benefit from virtual collaboration in a metaverse featured by enhanced interaction, presence, and interoperability, yet the feasibility and suitability of existing CSCL strategies in this new setting remain unknown. Similarly, fostering meaningful collaboration through technological innovation has been a persistent challenge for both massive open online courses (MOOCs) and STEM education practices. How to integrate emerging technologies with well-established learning theories to promote knowledge building and collaborative inquiry in innovative educational contexts is an essential topic for CSCL research.

This Special Issue aims to contribute to the scholarship by focusing on the design, implementation, and evaluation of CSCL innovations to address the evolving needs and challenges of present-day education. In particular, this Special Issue is looking for the following types of research: (1) rigorous impact studies on CSCL strategies and technological applications, (2) well-designed quantitative studies that investigate the influencing factors and mechanisms of CSCL, (3) design-based research studies that empirically validate CSCL design principles and models, (4) qualitative studies that provide in-depth narratives and thematic analyses of CSCL-related phenomena, and (5) systematic reviews and meta-analyses of CSCL literature.

We are looking forward to your contributions.


Dr. Heng Luo
Dr. Di Sun
Dr. Lili Zhang
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.


  • computer-supported collaborative learning
  • information and communications technologies
  • online and blended learning
  • STEM education

Published Papers

This special issue is now open for submission.
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